COMPARATIVE LITERATURE AS A TOOL FOR DEVELOPING CRITICAL THINKING AND ENGLISH LANGUAGE SKILLS AMONG EFL LEARNERS
Keywords:
comparative literature, critical thinking, EFL learners, literature-based language teaching, literary reading, English language development, intercultural awareness, learner-centered instruction, higher-order thinking, Uzbek and English literature.Abstract
This article examines the potential of comparative literature for developing critical
thinking and English language skills among EFL learners. It focuses on the comparison of
Uzbek and English literary works, particularly Abdulla Qodiriy’s O‘tkan Kunlar and Jane
Austen’s Pride and Prejudice. The article discusses how comparative literary analysis can
help learners identify similarities and differences, interpret characters and themes,
evaluate cultural and social values, and support their ideas with textual evidence. It also
explores the role of literature-based language teaching in developing reading skills,
vocabulary, speaking, writing, and intercultural awareness. The article argues that
learner-centered comparative activities can create meaningful opportunities for students
to use English while developing analytical, critical, and higher-order thinking skills. Thus,
comparative literature can serve as an effective pedagogical resource for integrating
language development, literary awareness, cultural understanding, and critical thinking in
the EFL classroom.
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